Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective

Autor/inn/en	Agarwal, Rumi; Heron, Laura; Burke, Shanna L.
Titel	Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 7, S.2229-2240 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agarwal, Rumi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04676-0
Schlagwörter	Postsecondary Education; Public Colleges; Program Effectiveness; Parent Attitudes; Students with Disabilities; Intellectual Disability; Skill Development; Academic Achievement; Job Skills; Employment; Independent Living; Daily Living Skills + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Elternverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Kompetenzentwicklung; Qualifikationsentwicklung; Schulleistung; Produktive Fertigkeit; Dienstverhältnis; Selbstverantwortung; Alltagsfertigkeit
Abstract	Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01